教师知识的制度维度

The Institutional Dimension of Teacher Knowledge

教师知识的主流模型认为,教学内容知识是教师独一无二的知识领域,也是区分专家教师与非专家教师的标志。这一模型具有一个好的模型的很多典型特征,但也面临着许多挑战。其中一种关键性的异议,就是不承认教学内容知识在教学中的专属地位,而是认为任何知识都有教学法的维度,甚至认为不能将教学法局限于学校学习或课堂中的教师工作,而是必须在一种历史的、文化的、政治的情境中重新思考。事实是,在教师知识和教学制度之间存在着一种对应关系,教学制度能实现对教师知识的有效约束和替代,教学就这样建立在社会现有的全部知识而不是单个教师的知识储备的基础之上。改变教学制度本身,使之具有更高的教育学含量,就可以改变教学的知识基础,并促使教师知识的基础结构相应变动。

According to the mainstream model of teacher knowledge, the pedagogical content knowl- edge is the unique knowledge domain of teacher and the sign to differentiate the expert teacher from the inexpert teacher. This model has a lot of typical characteristics of a good model, but also confronts many challenges. One of the dissents is that the pedagogical content knowledge can not be considered as the unique knowledge of instruction, and any knowledge has its pedagogical dimension, even the pedagogy can not be limited to the learning in school or the teacher＇s work in classroom, it must be reflected in a historical, cultural and political context. This paper further points out that there is a correspondence relationship between the teacher knowledge and the instructional institution. The instructional institution can effectively bind and substitute the teacher knowledge, and instructions are based on the whole social knowledge stock rather than on single teacher＇s knowledge. Thus to change the instructional institution itself, making it more pedagogical, is to change the foundation of the instructional knowledge, and to make the structure of the foundation of teacher knowledge changed correspondingly.